He is somewhat allergic to the pencil, so even the thought of doing it hasn't gone over so well. ;) At this point, the math curriculum I know that is the best fit for him requires that he copy & work his problems. Having graph paper spiral bound didn't matter as he prefers a regular lined sheet of paper. If anyone has any tips or advice, I'm all ears! :bigear: TIA.......

Wow, thanks for sharing this. :grouphug: Last week my dd expressed almost exactly how you felt re struggling. She is totally on board with therapy, evals, adjustments,etc...She realizes how much her entire life is being effected. (affected? :glare: ) I should be thankful she is so open to whatever, though at the same time I try not to make it too big a deal. Thanks again.

Here is the Biology 101........ And Chemistry 101...... :001_smile:

Can either of you tell me if this text or the matching teacher's book includes solutions & answers? Thanks so much....

BIG thank you!

BIG thank you!

Thank you so much for this. :grouphug: This describes my dd (and ds) and without a doubt she's been compensating. She was in fact in the PS system for over a year and never once did a teacher suggest any LD-type of flag. Even though her classes were fairly small ( 25 ish for 7th graders) and her teachers were excellent, I can easily see how the above situation could happen. About her vision-she has excellent vision-last tested about two years ago. Thank you so much for this. :grouphug: You've described our situation so well and I think the reality of my isolation is what leads me to feel so "out of my league" and.....helpless with a dash of guilt. I would welcome an eval from a NP, but the nearest one is over an hour away and charges a few thousand $$ per session, none which is covered by our crappy insurance. Not even a dime is covered. :cursing: So instead, she's getting an evaluation for her "abilities and achievements" at our state university to the tune of a very reasonable $250. (This is also where she's receiving CBT) I feel so validated by each of you. (((Thank you)) so much!! :grouphug:

This looks interesting! Do you know how this compares to Lial's and can you tell me about the page layout? Are there sidebars, plenty of white space, etc.? Thanks!

I have nothing to add, though I want to say how much I appreciate you being so authentic and open!! :grouphug: :grouphug:

We loved volume 4! :thumbup: I *almost* didn't do it because I was ready to move on and knew I didn't want to use Beyond or Above and Beyond. But I am so glad I tried it as I think it provided a smooth transition to Sonlight. I will say I did have a harder time getting use to the longer lessons, but that was short lived and I got over it. :D

I just want to clarify the age ranges.... Before Five in a Row is appropriate for two-four year olds. (Preschool) Five In A Row is appropriate for five-ten year olds. (K-4th gr) Beyond Five In A Row is appropriate for ages 9-13 year olds. (4th-8th gr) HTH! :)

This should give you a good idea. The FAQ page is extremely helpful. HTH! :)

Thanks for sharing.....

I apologize, my verbal recall isn't the greatest.... So I'm having my 16yo dd "evaluated" though I don't know what the *exact* evaluation means at this point. I should be getting a call by Tuesday which should provide further information about the specifics. (This is through a state university.) What I'm wondering, is *if* my dd has a LD, how did we not notice before? What signs have been there that went undetected because I'm not a professional? Have I focused too much on her label of being "gifted?" I feel so incredibly stupid that we are just now seeking answers, and didn't pursue this when she was much younger. I kept trying to find the *right* curriculum, the right approach, the right timing. Now, I feel so "out of my league." Also, I have friends who are saying that some dc just have areas which they will not "get," so why put such an emphasis on my dd's struggling areas? I have no one to talk to that really understands. That's all....

This page should provide you with the info you're seeking. Just underneath where it reads: "Understand, engage and transform the modern world," you will see,"Read more..." and if you click there, you get the full core description. I don't know why they make it so hard to access. :huh:

Hi there, I agree with albeto and would like to suggest that you find an artistic outlet every single day for your dd. The last time I went through therapy for PTSD, it was recommended that I pursue art as a daily activity, whether is be drawing,singing,playing with clay, start playing an instrument, painting, etc..It's been a while ago, but I remember the therapist saying that those things switch on _______ in the brain, which slowly decreases the ________. (Sorry, my memory is too often shot...) HTH. :grouphug: :grouphug:

Bumping... :toetap05:

I would love to hear your experiences with these options. ETA- any thoughts on these combos are welcome! ;)Thank you!

Thanks for reading this and offering advice. When I posted this to these boards, I was so upset at the moment and not really sure what I was asking/expecting. (Maybe someone to say we needed *this* or *that* math curriculum? ;)) Tiramisu, you are correct that anxiety can look a lot like ADD. We were told this by the previous psych and it is also something that is noticeable to others. I'm going to make several calls this week and I appreciate the affirmations! Thanks again!

WTMers- these are posts I wrote elsewhere and on my blog. ---->About 6 weeks ago, regarding her needs.... After my dd's recent Geometry/math crisis, I decided to do something I haven't done before. I contacted a local hsing mom who teaches math and science at >*leaving this detail out*<. Her kids are in college, and she hsed them K-12. I wanted to run dd's math struggles by this mom and ask her if she knew of someone who could test dd for a LD. And I'm SO glad I made that call! She listened and listened to me go on and on about dd's various issues. Anxiety,ADD, and her long ago dxes of SPD and how the PS labeled her gifted... She talked >* deleted for privacy...she was sharing info which conveyed she "gets" anxiety*< Then, she encouraged me to do what I've avoided (stupidly) for so long, and that is to have dd tested at our PS and take her to the dr for her anxiety and (recent) depression. She said I've done everything she's ever heard of anyone doing to help their dc, addressing issues with various approaches ( diet, exercise, sleep, cognitive behavioral therapy, spiritual counsel, and supplements galore) and that it can only help to take everything to the next step. It felt so good to hear this mom say that what we've been dealing with is very, very difficult! I am ALWAYS minimizing dd's issues to friends and family. Always thinking I can somehow fix this, that if I just did a,b,c differently, things would improve. It's gotten to the point where I feel so isolated trying, trying, trying, while dd is getting closer & closer to adulthood. If I don't help her now, she may never get the help she needs. Her many issues could effect her post-high school life, whether its college or whatever in the most negative way! I just couldn't live with myself if my stubborn approach prevented dd from being the best she can be in every area of her life that really matters to her. Or, if I didn't stand up to her and say, "Look, we've been at this for years, trying to cope, trying to make lifestyle changes, curriculum changes, etc.. and it's clearly not working. We must act now, so please let us both put our pride aside!" .......when dd was 10-11 when she underwent (kicking & screaming) 15 mos of CBT. It was good, and I am sure she was better off for having it. However, she *hated* going, so that probably prevented her from getting the most out of it. It took three different psychs before we finally found a good "match." If I had it to do over, I would have kept looking for someone with a tad bit more experience as a therapist and parent (this dr's dc were all under age 7). After 15 mos of it, the psych said she could stop going, but she would need "tune-ups" while going through puberty and post-puberty. And that's right when we lost our mental health coverage. My update this past week.... Dd had her dr appt and everything went well, and labs came back normal (they were quite extensive). She's in week 4 of her CBT at the university and so far that is also going well. Unfortunately, the news back from my friend about having testing done through the PS is not what I expected at all. The contact gave the advice that at this point ( given dd is 16 ) there is not much advantage to getting dd tested for a LD and she said she never heard of anyone getting extra time on SAT/ACT for test/performance anxiety. However, the university said *they* could test dd, but it would cost quite a lot. Her therapist also said she was unsure how the process goes for extra time with SAT/ACT. So, I think we will pursue whatever testing we can afford through the university as it can only help. Written about six weeks ago, regarding math..... I do suspect that there may be either some LD or ADD at play here, but I wanted to share what I wrote last night on my blog.... "I'm breaking the rules on two of the big no-no's. High school math halfway through the year. Such a painstaking decision, but at this point in our homeschooling journey, I know when enough is enough; I know when I can't push Camille, when time is not on our side, when maturity and academic issues are part of the obstacle to progress. So, even though I'd read glowing reviews for Math U See Geometry, either this curriculum or the timing just isn't going to work at this moment. Time to move away, time to go with my back up plan(which is mighty important to have!) and make a speedy transition. Camille put 11 weeks into MUS Geometry, then redid weeks 5-7 and struggled, which added another 2 weeks. This is too much time invested, with little progress made. My original plan was for her to do this sequence... 10th-MUS Geometry-finishing by May, then heading right into- 11th-Teaching Textbooks Algebra 2 OR Math Relief Algebra 2 12th-Teaching Textbooks Trigonometry. After calling Teaching Textbooks and speaking with an advisor about placement, it was recommended that I have Camille take a test to be sure she is ready for Algebra 2. Glad I took their advise, because, to my great surprise(and, Camille's!) my struggling daughter placed between PRE-Algebra and Algebra 1! Now, this is incredibly discouraging to both of us, as well as extremely frustrating. How could she have successfully completed a different Algebra 1 program and retain next to nothing? I suspect there are a few reasons. One, is that I did way too much curriculum hopping after Camille spent her 7th grade year in public school. Math was incredibly easy for her there. When she returned to homeschooling, I mistakenly assumed she was ready for Algebra, because that is what her teacher suggested! I wish I would have had her take a placement test, because this meant she had an epic failure at her first introduction to Algebra. What I should have done, is place her into Pre-Algebra and had her take her time, building that strong foundation. But, I didn't. Secondly, with her confidence taking a nose dive, I then tried this, then that program, trying to get her back on her feet. In hindsight, my pride was getting in the way, as I was told how gifted she was, not just by friends and family, but teachers and child psychologists also. What I didn't know until recently, is that people who are gifted often have learning disabilities. Now, I've not had either of my kids tested in this area, but I do suspect that some learning challenge is present in both to varying degrees. Lastly, I believe Camille would do best with a math curriculum which has built in review. Not just rote review, but concept review. That is something which has been missing from her recent math programs. Thus our decision to finish out her high school year with Teaching Textbooks." Also six weeks ago..."Even though she successfully completed Algebra 1-with an A. She remembers very little. Dd needs review in huge doses. Why didn't I see this before? UGH. I had her take placement tests for Teaching Textbooks, and she placed right between **Pre-algebra and Algebra 1**! Wow. I expected her to place into Algebra 2, so this was quite the shocker for both of us! So, at 16, in the middle of her sophomore year, she will be retaking Algebra 1. She isn't destined for a STEM field, but she will likely major in Business, so math is still quite important. Update: Dd has finished lesson 38 of TT Algebra 1. Her daily grades are between 75 and 100%, a few in the 70's, many in the 80's & 90's, a few 100's. She is redoing every problem. Her tests have been A's. Something interesting is that she's never taken more than 30 minutes to finish a lesson, and that includes the lecture. I think that is key-like her brain works so fast that she must lose comprehension & retention. ((??)) I'm just not sure we are going about this right. Maybe instead of working a lesson per day, I should have her work for 1 hour? Dh had another thought and that is to have her do 10-5 more similar problems. Not sure where I'd find those? ETA-Dd has been dxed with GAD & Panic Disorder, with "possible" ADD...... ETA-Having a neuro-psych eval is out of the question due to both availability and finances.

Here is a review of ACE Spanish 1 by Cathy Duffy. The PACES are dependent on the DVDs, so it isn't really open and go. HTH...

Printing this out to read and highlight.....

Any links are greatly appreciated! TIA!

Well, yes, many of his behaviors are odd. :tongue_smilie: As far as handwriting, he tends to write very small. Same with his numbers-many times he writes so tiny I've had to make him rewrite his work. He does have anxiety as well as OCD, though is not medicated. As far as possible damage, I'm not seeing any signs whatsoever, other than his random quirkiness. Developmentally, he's always been slightly ahead or way ahead of schedules. Academically, he has always struggled with math and is currently "behind" his grade. You are correct! My mistake. Yes, he writes from the bottom upwards.

Okay, so my ds has this quirky way of writing. From early on, I really tried getting him to start his strokes from the proper position(mostly from the bottom) and he would have none of it. I gave up on this battle a few years ago, because he had extremely neat writing. (Dare I say, especially for a boy?) However, I noticed at times he sort of...."Sketches" his letters & numbers. VERY hard to explain. If he's writing the letter A, he will go over and over it, as if he is sketching. So, one side of the A is sort of scribbled/sketched, while the other is a neat, straight line. If he's writing a 3 or 0, he will continue to circle over and over-again, as if he's sketching the number. I have brought this to his attention-especially in math as that is the particular area where it becomes troublesome due to the messiness and confusion of which number was written. Does this sound familiar? Is it just nothing and I shouldn't think anything of it?